Head of School
Edited from a longer piece published in the December 2008 All-School News newsletter.
Students and parents frequently ask me about the Advanced Placement (AP) and International Baccalaureate (IB) programs and how they compare with each other and with Catlin Gabel. Prospective students and their parents ask Traci Jernigan Rossi ’83 and Marsha Trump in the admission office about these programs, too. To help explain to our readers, Karen Katz ’74, communications director, interviewed me about the programs.
What is the history of the AP and IB programs?
In the 1950s educators identified a widening gap between student achievement in high school and college expectations. The AP program was developed to offer college-level curricula and assessment to students in high school. The International Baccalaureate Programme was created in the 1960s at the International School of Geneva to develop consistent curricula at schools in different countries for students whose families moved around the world.
Can you describe the AP and IB programs?
The programs are quite different from each other. One commonality, however, is that both programs establish a point of comparison for students in different schools. AP and IB are offered in a mix of small and large private, public, and international schools.
Advanced Placement is a registered program sponsored by the College Board, which also administers SATs. The AP classes are promoted as college level courses, and some colleges give college credit to students who do well on AP exams. You don’t have to take AP classes to take the AP exams. In fact, we do not offer AP classes, but many Catlin Gabel students take the AP exams and routinely score 4s and 5s (the range is 1 to 5). Paradoxically, we were recently identified by the College Board as having one of the best student success rates in AP math, science, and technology in Oregon and were nominated for the Siemens AP High School Award. However, it turns out we cannot receive the award because Catlin Gabel does not offer AP classes.
The International Baccalaureate Programme offers programs at three age levels: a primary program for students ages 3 to 12, a middle years program for students ages 11 to 16, and a two-year “Diploma Programme” for students aged 16 to 19. In the Portland area only the Beaverton International School offers the middle program. No local schools offer the primary program, although a couple of schools are applying for certification. I will focus on the Diploma Programme, which is offered to juniors and seniors in the United States.
Let’s get back to AP and college credits. How does that work?
Individual colleges decide whether or not they recognize AP credits; some do and some do not. There are ways to advance in college without taking AP tests. Colleges offer their own placement exams, particularly for languages and math. The downside of AP is that you can test out of freshman and sophomore classes that are beneficial building blocks for future academic work. I am a good example of this because I tested into junior English when I entered college. But I feel like I missed the boat by not taking freshman and sophomore classes. I had to learn the hard way about critical writing and constructing a solid research paper. When I entered graduate school I had some catching up to do.
Are Catlin Gabel students at a disadvantage because we don’t offer AP classes?
No. We offer college level courses that allow students to enter higher-level classes in college if they choose. If you are wondering if our students are at a disadvantage in terms of college admission, they are not. College admission offices look at high school profiles to ascertain graduation requirements, grade distributions, college acceptance records, and most relevantly for this conversation, what classes and extras are available to students. If the high school offers an AP program then naturally the colleges seek applicants who have stepped up to the challenge. But if you don’t offer AP classes—and many of the finest schools in the nation do not—then the students are not in jeopardy.
How does the core curriculum for AP differ from Catlin Gabel’s curriculum?
That’s an important question because that’s how Catlin Gabel really distinguishes itself from AP. Students in AP classes are evaluated based on their test scores, pure and simple, so the curriculum is geared toward the test. AP classes emphasize absorbing knowledge and memorizing facts that will appear on the tests. At Catlin Gabel we emphasize depth of understanding, constructing knowledge, and making discoveries. The facts are put into context. In truth, and I am not embarrassed to say this, our students do not do as well on the AP history exams as they do on the math, science, and technology exams because the history test questions are so fact oriented. Our students are accustomed to writing, questioning, discussing, reasoning, and putting history into context — not just memorizing what the teacher or textbook tells them happened on such and such a date.
How does the core curriculum for IB differ from Catlin Gabel’s curriculum?
IB is more akin to what we do at Catlin Gabel. The program is progressive in its approach to learning with an emphasis on critical thinking and providing a liberal arts foundation.
Sounds like you are pretty impressed with IB. Convince me that Catlin Gabel is a better choice.
First of all, I congratulate schools that raise expectations for student achievement. That is vital to turning around education in this country. During rough economic times, I applaud public schools that have figured out how to challenge their brightest students through either the AP or IB programs.
To answer your question, the IB program is impressive, but there are several shortcomings compared to our program. The IB diploma requirements are standardized, and students are, for the most part, locked into a prescribed set of courses. At Catlin Gabel we offer a more individualized approach. For example, a student who is passionate about a subject area can take classes beyond the requirements. Remember, the Diploma Programme is only a two-year program for juniors and seniors. Many students in the IB track are not accepted into the Diploma Programme or fail to meet the criteria for earning the IB diploma, which can be a mark against them in applying to colleges.
One of the capstones of the IB diploma is an extended essay the students write at the end of their senior year. Our students write extended essays in ninth grade and even earlier if they attend our lower grades. IB classes cannot go into as much depth as we can because they have to follow a rigid curriculum. They have set scoring on their tests and projects so their teaching is more standardized. To earn the IB degree, students submit exams and papers to graders in a country other than their own. That means feedback on work is delayed, which is a real detriment to learning. Our students receive feedback quickly through post-test reviews, one-on-one conferences with teachers, and peer edits. Swift reinforcement and critiquing is so important. The IB program and how it is implemented varies tremendously from school to school based on the caliber of the students and the teachers. The local school board, parents, and students have no input into the IB curriculum. To put it in business terms, Catlin Gabel is much more accountable to our clientele
Who is admitted into AP and IB programs in public schools?
The AP and IB programs develop their own selection criteria that differ from school to school. It’s not uncommon for the programs to skim for the highest achieving students, which is fine for those kids, but what about everyone else? At Catlin Gabel we provide equal opportunity for every student to rise to his or her highest ability. One thing I love about Catlin Gabel is that students who excel or struggle in different areas are not segregated from each other. Students who are motivated to take advanced chemistry and biology as seniors hang out with students who finish the three-year science requirement and turn their focus to English and creative writing. We stay connected as a community and students value each other for whatever talents and interests they have.
How is teaching different at Catlin Gabel compared with AP and IB?
Our teachers can shape the curriculum to meet the interests of the students. They can shift the content of a lesson to make it meaningful and relevant to students by letting the students lead the conversation, try the experiment a different way, or present findings unconventionally. Of course, we have an end goal of what we want the students to learn, but getting there can take twists and turns that engage and excite. We allow our teachers the autonomy to teach what they are passionate about. That is the key to inspiring students. We depend on highly skilled, excellent teachers because they create the curriculum and are expected to teach to each student’s learning style and ability. Our teachers’ educations, our mission, small class sizes, student-teacher relationships, and the intellectual risk-taking we encourage generate the learning bonanza that makes Catlin Gabel exceptional.
From the Summer 2013 Caller
By Steve Gordon, chair of the Catlin Gabel board of trustees
From the Summer 2013 Caller
By Lark P. Palma PhD, Head of School
Launching a campaign is an exhilarating moment! I still remember that 2008 board meeting when we all debated the troubled economic environment versus the school’s opportunities and greatest needs. We ended with a unanimous vote to unapologetically go for it and raise $20 million for two purposes. Catlin Gabel’s “Campaign for Arts & Minds” is a reflection of those highest priorities.
The power of creativity! Our students must hone their ability to think creatively, to problem solve when there isn’t a formula, and to venture forward where there is no path. Learning and practicing the arts translate into these skills, and will make a lifelong difference for our students. We are building a creative hub for Middle and Upper School students that will inspire people the second they walk into the building, thanks to architect Brad Cloepfil and the Allied Works team. When dreaming of this space, the faculty were asked “How do you want students to feel when they walk through the front doors?” and I’ve never forgotten the answer I heard: “Like they’re entering a creative cathedral.” The 20,000-square-foot “cathedral” will open this fall— and I will be standing in front of those doors, watching the students’ faces light up as they walk through.
Today, we face the final stretch of this incredibly successful campaign but we have yet to cross the finish line. We welcome you to join this chapter in Catlin Gabel’s history. Stand with me in honoring the impact our alumni have on the world, and the efforts to prepare our current students for a world that needs them, too.
From the Winter 2012-13 Caller
By Barbara Ostos & Lark P. Palma
A short history of equity in education
What do we know now that’s different?
Strategies to guarantee success
Barbara Ostos completed her doctoral dissertation last year at the University of California, San Diego. Her work, Tapping on the Glass: The Intersection of Leadership and Gender in Independent School Administration, explored questions of transformational leadership— how heads of independent schools can provide vision, stability, and inspiration and lead teams of people in cooperative ways—as well as the relationship between leadership style and gender. Her study’s findings, supported by extensive research in the public sector, constitute a call to action for independent schools to develop policies and establish practices that resolve the gender disparity in independent school leadership. You may download her full study.
REFERENCES AND CITATIONS
By Lark P. Palma, PhD, Head of School
From the Autumn 2012 Caller
Lark Palma has announced her intention to leave Catlin Gabel at the end of the 2013–14 school year, after 18 years as head of school. Lark has been Catlin Gabel’s longest-serving head, and she will leave a strong and enduring legacy.
From the Autumn 2012 Caller
By Lark P. Palma, PhD, Head of School
From the Summer 2012 Caller
By Lark P. Palma PhD, Head of School
By Lark P. Palma, Head of School
You’ll read in this Caller about how our students, counselors, teachers, alumni, and families build resiliency in and out of the classroom. These stories speak to how we stay strong as an institution, and how, along with our families, we help create the conditions that are necessary for our students’ education, growth, and well-being.
By Lark P. Palma, head of school
From the Fall 2011 Caller